Journal of Open, Flexible, and Distance Learning, 18(2)

45

Take AIM and Keep Your Students Engaged

Catherine Nash, Open Polytechnic of New Zealand

Abstract

This paper outlines the benefits to distance education teachers of formatting a weekly online

newsletter in accordance with motivational learning theory. It reflects on the delivery of

weekly AIM newsletters to undergraduate economics students at the Open Polytechnic of

New Zealand via Moodle. The acronym, AIM, stands for Academic content, Information for

the course and Motivation—three critical elements required to meet the challenges of

effective course facilitation. The AIM newsletter integrates all three of these key

components in one easy-to-use product. The object of AIM is to keep students engaged in

economics and reduce the perceived distance from distance education. This article discusses

the context, underpinning theory, practicalities, and the way forward for AIM.

Keywords: student engagement, e-learning, teaching, teaching economics, motivation, reusable,

practical application, reflection, ako, communication

Introduction

This article is a critical reflection on the use of the weekly AIM newsletter. AIM is an acronym

in which “A” stands for “Academic content”, “I” stands for “Information for the course” and

“M” stands for “Motivation”. The AIM newsletter is a key component in the online delivery of

The Economic Environment (“the course”) at the Open Polytechnic of New Zealand (“Open

Polytechnic”). Initially, AIM was created by the author to meet:

an increase in workloads due to staff reductions that resulted in higher student/lecturer

ratios

a growing student demand for immediate replies to queries

an increasing number of requests from students for links between the theory taught and

real applications

a greater uptake of technology and internet access by students

the increasing requirements for meeting education performance indicators, as outlined by

the Tertiary Education Commission (2009).

The AIM newsletter seeks to address the above needs, keep students engaged in economics, and

reduce the perceived distance in distance education. The great philosopher and educationalist

John Dewey (1933, p. 78) posits: “We do not learn from experience. We learn from reflection on

experience”; hence the reflective nature of this article. The article will begin by outlining the

environment in which the course is delivered at the Open Polytechnic and the engagement

challenge. Following this, the article will contextualise the research that underpins the use of the

AIM newsletter. Next, the article will discuss what AIM comprises and the practicalities relating

Nash, C.

46

to its delivery and, finally, the article will provide an overall reflection of the use of the AIM

newsletter in the course, including an evaluation of AIM and an outline of future developments.

Context

The course is an introductory economics paper that applies elements of economic theory to

contemporary business issues. The course is delivered predominately to business students

enrolled in either the Bachelor of Business as a compulsory paper, or in the New Zealand

Diploma of Business as a core paper. Because there are no prerequisites other than those

prescribed for entry into a New Zealand tertiary educational institution, the course is stand-alone.

There are no higher level economics courses offered at the Open Polytechnic. Assignment 1

(worth 20%) is usually assessed in week 5 of a 17-week trimester, assignment 2 (worth 30%) is

assessed in week 10, and assignment 3 (worth 50%) is assessed in week 17.

The course is delivered online via the learning management system, Moodle. A learning guide is

available to all students on the course page, and contains the course material, activities with

feedback, reflections, and additional readings. In addition, the course page has discussion

forums, PowerPoint presentations, chats, and formative multiple-choice quizzes. Students are

required to have access to the course page to download the assignments, upload their scripts, and

receive their marked scripts with feedback. They purchase a textbook, and they are also sent a

package of course material (learning guide in hard copy) and can successfully complete the

course by working through the learning guide and textbook by themselves. Students do not have

to interact with other students but are encouraged to join the community on the course page

through AIM. Like many other distant education courses, this course is dominated by mature

students, with 74% of all students studying in 2014 being 25 years old or more.

Open Polytechnic (2013) embraces the concepts of ako, which is Māori for both “to teach” and

“to learn”. Ako has three key principles:

1. whakapiri: engagement and retention of students participating in the learning process

2. whakamārama: enlightenment through teaching and learning that brings transformation

in students and our practice

3. whakamana: empowerment of students for lifelong e-learning and active citizenship.

Thus the Open Polytechnic perceives learning to have a dynamic relationship with knowledge,

resulting in personal growth. The author endeavours to embrace all three of these principles in

the AIM newsletter.

The early stages of AIM

In 2010, after a number of changes in the Open Polytechnic Economics section, the author was

asked to take over the paper, The Economic Environment, during a trimester. Shortly after taking

over the course, a large number of similar (but not exactly the same) emails and telephone calls

were received from students asking administrative questions about extensions and assignment

feedback. Because the emails came directly to the author’s email box rather than through the

course page, each email required an individual response. This took considerable time, despite the

extensive use of “copy and paste”.

Initially, as an introduction to students, and then to proactively stop answering the same or

similar questions multiple times, the author used the bulk email function button on Moodle (the

news forum) to inform students of relevant administrative information at irregular intervals when

the need arose. Information also included hours of work and helpdesk (computer support)

availability. Students are automatically subscribed to the news forum and therefore receive pre-

emptive emails from the author.

Journal of Open, Flexible, and Distance Learning, 18(2)

47

This information was usually already available on the course page or in printed hand-outs that

were sent to students, but was perhaps difficult for some students to find. After bulk emails were

sent out via the news forum, the number of administrative questions from students declined

dramatically (by approximately 70%). This meant that students had relevant information

(perhaps that they did not know existed) presented to them at an appropriate time, in a format

that they could read and use. They therefore did not need to request such information, resulting in

a decrease in overall workload for the author and the student.

In 2009, Ormond Simpson, a visiting professor on sabbatical to the Open Polytechnic from the

Open University, presented material on the importance of motivation in distance education. The

author attended several of these presentations and a seed was sown as to the importance of

motivational material in weekly bulk emails to students. By 2011, the bulk emails were

transformed into what is now known as the AIM newsletter. In Trimester 1, 2014, AIM was sent

weekly to the course’s 79 students in New Zealand, Australia, and India.

Underpinning theory

The theories that support AIM are motivational theory and motivational design theory. Key

thinkers in the field argue that student motivation is a key ingredient in keeping students engaged

(Bonk & Khoo, 2014; DeVito, 2012; Guyan, 2013; Hartnett, St. George, & Dron, 2011; Keller,

2008; Moore, 1980; Muilenburg & Berg, 2005; Salmon, 2004; Simpson, 2008a, 2008b, and

2012; and Stravredes, 2011). Simpson (2008a) noted that many distance learners are mature

students who may face isolation, as well as additional family and work commitments, resulting in

higher levels of transactional distance. Moore (1980) argues that transactional distance is the

psychological and communication space that occurs in distance education, and that transactional

distance can be reduced through increased dialogue between teachers and learners.

Simpson (2012) posits that student contact needs to be proactive in distance education, with the

institution contacting students first rather than waiting for students to contact them. Stavredes

(2011) argues that the facilitator needs to help motivate the learner by telling personal stories and

demonstrating knowledge and passion in the subject area. Guyan (2013) argues that facilitators

need to facilitate the course to ensure that student motivation is maintained. Woods (2002) posits

that regardless of frequency, instructor-initiated emails that are outside any required group

discussions result in some students being positively affected. Bonk & Khoo (2014, p. 157) argue

that without relevance (which includes meaningful, authentic and interesting material) “learners

will fail to tune in”.

The importance of motivational design was outlined by Keller (1979), who later developed it into

his Attention, Relevance, Confidence, and Satisfaction (ARCS) model.

In brief, we can say that in order to have motivated students, their curiosity must be aroused

and sustained; the instruction must be perceived to be relevant to personal values or

instrumental to accomplishing desired goals, they must have personal conviction that they

will be able to succeed; and the consequences of the learning experience must be consistent

with the personal incentives of the learner. (Keller, 2008, p. 178)

The ARCS model has been used to design the AIM newsletter. The effectiveness of AIM can be

benchmarked against procedural learning design set out by Keller in his ARCS model and by

taking into account the practical guidance provided by Simpson (2012), Mayo-Smith (2003) and

others when delivering information in motivational emails. In what follows, the author will

explain how Keller’s principles can be translated into practice in an AIM-style newsletter.

Nash, C.

48

Attention

Keller’s ARCS model posits that motivational design requires the learning material to first attract

the attention of the students. AIM’s subject line and sender information provide the first

opportunity to do this. Mayo-Smith (2003) identifies the subject line as the most important item

of any email because it is the key to getting any email read. She argues that the subject line needs

to be easily identifiable to entice the student to read it and to prevent it ending up in spam. In

addition, the subject line should be unique and logical, so that students can immediately

recognise it amongst the myriad emails they receive. They can see it is from a reputable source

and that it contains important information about their course.

Once the email is opened, typography is paramount if the student is to read and absorb the

contents. Simpson (2012) and (Mayo-Smith 2003) consider personalisation of emails to be very

important —it should be welcoming and addressed to the individual student. Larson & Picard

(2008) demonstrated that high-quality typography can induce a positive mood, and thus

encourage further reading. Mayo-Smith (2003) recommends using boxes and columns with

bolded headings, directly followed by information, allowing the reader to skim and then read

areas of interest in detail. In addition, she argues that, because students read from the top down,

the most important information needs to be at the top of an email.

Length and size of the email are also important components. Mayo-Smith (2003) argues that the

emails need to be concise and to the point—less is more, and one page is more inviting than two.

This is supported by Simpson (2012), who uses fewer than 400 words in his Proactive

Motivation Student Support emails, and advocates using personal stories and humour to keep

students engaged.

Relevance

Keller’s second element in the ARCS model is relevance. For AIM to be effective it needs to be

relevant to the course and the student’s interest. AIM maintains relevance by providing

connection points between economic theory and real examples in a variety of formats.

Confidence

The third element in Keller’s ARCS model is confidence. AIM must be written in a style that

provides positive reinforcement to the student, improving their confidence by confirming that

they can succeed in the course. Information on ways to learn, where to seek help, requirements of

the course, and identifying areas of personal control should be identified so that the student has

confidence and continues to engage.

Satisfaction

Satisfaction rounds out Keller’s first principles of the ARCS model. AIM needs to provide

satisfaction and ensure that the student’s perceived benefits outweigh their perceived costs. This

will result in AIM being consistently read by all students.

Reflecting on the nature of AIM

AIM is delivered weekly via Moodle 2 to all students in the course. AIM is a proactive

motivational support mechanism which draws on and extends Simpson’s (2008a) model. AIM

opens the conversation between student and author and is designed to engage students and keep

them engaged (whakapiri) in the course through weekly communications and connections.

Students are often prompted by the AIM newsletter to then email the author or make a posting on

the forum with questions about the course. In line with practices outlined by Bonk and Khoo

(2014), AIM draws on the author’s and students’ personalities, activities, course content, and

Journal of Open, Flexible, and Distance Learning, 18(2)

49

current events to make the connection between author and student meaningful, authentic, and

interesting.

A = Academic content

AIM provides discussion on the current topic, lists appropriate readings, and provides links to

economic news—from both mainstream New Zealand media and overseas material—which is

relevant to the course and reinforces economic concepts in the weekly module. This provides

enlightenment (whakamārama) that decisions on economic matters affect all of us in our daily

lives, and the course cannot, therefore, be studied in a vacuum. Examples include articles,

interviews, and/or video clips which discuss the changing price of milk and petrol, as well as

providing statistics and commentary on economic growth, unemployment, and inflation in the

appropriate week.

Links provided include media in written form (articles on Stuff or New Zealand Herald

websites), oral form (interviews or commentaries from Radio NZ or Radio Live), and visual form

(TV1, TV3, and YouTube). Using a variety of links is important and designed to meet three of

Fleming’s four (2014) visual aural, read/write and kinaesthetic (VARK) learning preferences.

These links are also selected and highlighted to provide “meaningful choices … not just options”

(Hartnett, St. George, & Dron, 2011, p. 33) to the student. Providing these links also ensures

students do not waste unnecessary time searching for validating material.

The size of AIM is an obvious consideration in its production. Because visuals increase the size

of the email and are not easily achieved in the news forum of Moodle version 2.3, the AIM

newsletter is text only. Visuals also result in longer download time—a concern for dial-up users.

The number of links in AIM varies, but averages five per week. The size of file or length of the

clip is identified with a clear indication as to whether it will provide the student with

reinforcement of the topic, up-skill students, or extend their knowledge outside the learning

outcomes. These links provide encouraging and continuous development for all students now and

in the future. Too many links or too large a file will waste the student’s time and ultimately

demotivate them. Headings such as “Not compulsory but very interesting”, “A light-hearted

look” and “If you are having trouble understanding the … ” attract attention and allow each

student to decide on the relevance of the material.

I = Information for the course

AIM provides information on the administration and mechanics of the course. Although this

information might be available to students elsewhere on the course page or the Open Polytechnic

website, its inclusion in AIM provides the student with accessible, timely, and relevant material

to ensure their valuable learning time is not wasted on administrative searches that might

ultimately demotivate them. Examples of this information include the current week’s readings,

when an assignment is due, when assignments will be returned, how to access the marked

assignments, and student feedback.

Information is also provided on additional resources that are available at the Open Polytechnic to

support students, empowering (whakamana) them with knowledge and relevant assistance. In

addition, AIM breaks the learning guide into logical smaller weekly units of study that are

consistent with a suggested study plan. Flexibility is maintained for the student because they

decide when and where they will study. Assignment deadlines are consistently highlighted in

AIM; however, options are also noted and links for extensions identified.

Nash, C.

50

M = Motivation

AIM provides motivational material including quotes, personal experiences, and previous student

experiences on motivational themes that include struggles and successes. In addition,

connections between economics and movies, books, and cartoons are used to reinforce the

concept that economics is a part of their everyday life. The concept of including links to movies

is not new and was highlighted to the author in Mateer’s (2006) book Economics in the movies.

Examples of links included in AIM newsletters are Erin Brockovich (2000 film), with a link to

the official trailer; Nudge: Improving decisions about health, wealth and happiness (2008 book)

and a link to the review by The Economist; and The Crisis of Credit Visualized –HD by Jonathan

Jarvis (animated video) link.

The author considers that the students were motivated, at least in some small way, at the

beginning of the course; after all, they enrolled in the course and either paid their fees to the

Open Polytechnic or took out a student loan. There is perhaps extrinsic motivation as students

see successful completion of the course as taking them a step closer to their goal of obtaining a

degree or diploma. Hartnett, St. George, & Dron (2011, p. 31) posit that “motivation is not a one-

dimensional trait, but is complex, multifaceted and influenced by both person and context.” The

author agrees, and notes that the student context is constantly changing. Students may experience

amotivation (lack of motivation) due to unexpected events such as death of a relative or personal

illness, thus reducing their desire for learning. Time is limited and the opportunity costs of

learning are real. An environmental change may result in the marginal costs of study

outweighing marginal benefits for an individual in a particular time period. Therefore, to ensure

that student motivation continues throughout the course, and to energise flagging students back

into the course, regular weekly communication by AIM helps all students to stay engaged. By

providing “meaningful and authentic choices” (Bonk & Khoo 2014, p. 157) within AIM, student

curiosity may be aroused and their interest may be activated, reactivated, and maintained.

AIM also provides a summary of what has been discussed during the week, reinforcing what has

been learnt and looking positively to the future, encouraging all students to join the community

on the course page. Students are asked, through AIM, to reflect on their own effort in the

assignment and to note what they have learnt—not just focus on their marks.

How is AIM delivered?

AIM is sent via the course page news forum through Moodle 2.3, not through the author’s email

address. This models behaviour and encourages students to visit the course page and participate

in the forums. Delivery through Moodle has several positive outcomes: first, a copy of the AIM

newsletter is available on the course page for all students at all times during the course; second,

only students who are currently enrolled are sent AIM newsletters because the course page

participant list is updated and maintained by Academic Registry. Unfortunately, in Moodle 2.3,

the news forum does not allow personalisation of the email as recommended by Simpson and

Mayo-Smith. To counteract this deficiency, the author uses generic and timely greetings such as

“Kia Ora”, “Good afternoon”, and “Happy Easter”. Such phrases place the author in the student’s

culture and time zone.

The author uses the course code, week number, and week topic as the subject line for AIM to

grab the attention of students and ensure that they recognise it as a valid email. For example,

(MC)2014|520/71120|S3: AIM: Week 4: Supply and demand: elasticity. This consistent style

ensures easy identification of the AIM newsletter and easy access if students save and file AIM

independently. Mayo-Smith (2003) advocates using colour in the emails. This is not currently

being used, and is unlikely to be used because of the additional time required in production and

the possibility that students could waste costly coloured ink if they print the newsletter. Capital

letters were used occasionally in the subject line; however, because this is equivalent to shouting

Journal of Open, Flexible, and Distance Learning, 18(2)

51

at someone over the internet (and hard to read), the practice was stopped in 2014. AIM uses a

mix of Times Roman font (plain, italics and bold) because these are the only options in the

Moodle 2.3 news forum. Sub-paragraph headers are bolded to highlight the path students are to

take. Keywords are also bolded to ensure students’ eyes rest longer on important information.

In Trimester 1, 2014, the author trialled a reader/printer friendly PDF version of AIM on the

course page with a link from the AIM newsletter. The PDF included the same written material,

but it was displayed in columns and boxes. The PDF also used different fonts and provided

visual material to aid understanding of different economic concepts. Although the adage that ‘A

picture paints a thousand words’ may be true, the time taken to find relevant material and receive

copyright approval meant it was very difficult to produce. Statistics from the course page show

that 35% of students viewed the reader/printer friendly version twice or more during the

trimester. This success has meant that in Trimester 3, 2014, the reader/printer friendly edition has

contained at least one visual to support student learning. To compare the two editions, see:

Appendix A for a recent example of the AIM newsletter sent through Moodle:

(MC)2014|520/71120|S3: AIM: Week 4: Supply and demand: elasticity

Appendix B for a recent example of the reader/printer AIM newsletter with visual

material: AIM: Week 4: Supply and demand: elasticity: reader/printer friendly edition.

When is AIM delivered?

AIM is sent out weekly by the course leader to provide a positive environment for the learner,

and a regular teaching presence in the course. Monday (before 4 p.m.) was specifically chosen as

the best day and time to post AIM because it is the beginning of a new topic and so the author

can provide:

a summary of the previous topic forum discussions

an introduction to the new topic

links to current relevant media stories that match theory to practice

relevant information about the mechanics of the course

assurance that the posting makes the forum daily digest for students who opt for the one

email a day from the Open Polytechnic containing all posts on enrolled courses (Open

Polytechnic Moodle 2.3 forum daily digest deadline is set at 5 p.m.).

AIM is a reusable product, although each newsletter is unique in terms of its personality and

material. The newsletters from previous trimesters provide a template for drafting AIM in the

new trimester (e.g., Week 6 is always Theory of the Firm regardless of the trimester). However,

as the course leader role rotates between the two staff teaching economics, there are inevitably

some changes required for each offering, including items relating to personality, stories, humour,

summaries of discussion forums, and relevant media connections.

Conclusions about AIM

Because composing and posting AIM takes approximately 2–3 hours per week, the AIM

newsletter is a relatively low-cost product, regardless of who produces it in the Economics

section. The time taken to produce AIM is affected by the size and detail of student discussions

on the previous topic, the availability of relevant media content, and other work commitments.

The author considers it has resulted in a reduction of 70% in administrative questions from

learners asking the same or similar questions, and thus less time is spent on composing and

responding to administrative emails; and this must apply to both author and student. In the course

evaluations, some students considered that the AIM newsletter was a vital part of the course

Nash, C.

52

(amongst other things), and some students placed AIM in the category “the best thing about the

course”. AIM opens a conversation and keeps the conversation open throughout the trimester.

AIM’s content reinforces learning by complementing the learning guide and preparing learners

for the week ahead. Economic theory is matched with practice because real examples are used to

capture the student’s interest and enlighten them. Extension points, via links, are given to further

stimulate learners’ thinking, growing their interest in economics both now and in the future. In

addition, links to student support are provided for those students who need or would like

remedial material. These strategies signpost relevant help and empower students to find their

own solutions. Thus AIM’s proactive communications embrace whakapiri, whakamārama, and

whakamana, the Open Polytechnic’s key organisational learning principles of ako.

The author also receives personal satisfaction through her proactive engagement with students,

and considers isolation and transactional distance are reduced because students find connection

points with material and the author. In face-to-face instruction, the students experience verbal

tone, facial expression, and emotions; thus, it is not just what you say but how you say it. In

online communication, there is no body language. Therefore visual presentation is critical in

replacing the face-to-face experience; and the written tone, including telling stories and humour,

is highly relevant.

It is submitted that the AIM newsletter sits very comfortably within the research on motivational

theory and motivational design. AIM has proved to be an efficient means of dealing with student

queries, and it has provided students with real connection points between economic theory and

practice.

Way forward

In the immediate future the author will continue to refine AIM and, in line with the findings of

this reflection, continue to provide more visuals within the reader/printer friendly edition as well

as attempt to use even more relevant stories and humour within AIM. In addition, in the next

trimester the author will trial an oral version of AIM to meet the preferences of different learners.

In the long term, the author intends to undertake research into the effectiveness and efficiency of

AIM in meeting education performance indicators, and investigate the students’ perspective of

the value of this reusable product.

Acknowledgements

The writer acknowledges the support from colleagues in the School of Business (particularly

Andy Kenah, Jonathan Barrett, and Vanessa Scholes) in the production of this published article.

References

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learning environments: Complex, multifaceted and situation-dependent. International Review

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VE%20MOTIVATIONAL%20SUPPORT%20GUIDE%20non%20OU.pdf

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Nash, C.

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Biographical notes

Catherine Nash

Catherine.nash@openpolytechnic.ac.nz

Catherine is a lecturer of economics at the School of Business, Open Polytechnic of New Zealand.

Catherine has been involved in distance education over the last decade as facilitator of economics courses,

online learner, and researcher.

� This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Nash, C. (2014). Take AIM and keep your students engaged. Journal of Open, Flexible and

Distance Learning, 18(2), [45–57].

Journal of Open, Flexible, and Distance Learning, 18(2)

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Appendix A

(MC)2014|520/71120|S3: AIM: Week 4: Supply and demand: elasticity.

(MC)2014|520/71120|S3 » Forums » News, Updates and Notices » AIM: Week 4: Supply and demand:

elasticity

AIM: Week 4: Supply and demand: elasticity

by Catherine Nash (99900820t) - Monday, 1 December 2014, 1:38 PM

Kia ora and welcome to week 4!

Attached is the link to reader/printer friendly edition

I trust you had a restful weekend particularly as there was no early morning call to All Black

rugby. In the weekend I went for my first run in nearly a year. A month ago I signed up for the

Cigna Round the Bays run and I have been improving my fitness with walking after work. I

know I need to start my training now if I am to successfully complete the whole run. Some

days I will be able to do more than others however I know I can’t leave it until January or

February as there will not be enough time for me to reach the required fitness level. This is a

little bit like studying really. Following the study plan, creating a routine and sticking to it

should enable you to successfully complete the course.

Assignment 1 is due 9 December; worth 20% of your final mark. An extension of one

week is available. Log into My Open Polytechnic Frequently Asked questions, for

information on “Where do I request an assessment extension”. Assignments will be

marked and returned by 23 December with Feedback. The Learning Centre is offering

writing support services for all students, see Assignment writing link.

Week 4: Supply and demand: Elasticity

Great to see the discussion on the forums re elasticity. See reader/printer friendly link above

for a pictorial example of the elasticity concept and course page link for the mathematical

Nash, C.

56

calculation using the midpoint formula on the “Discussion forum for students”.

Readings: Module 1.2 Hubbard Chapter 4: Feel free to start on Module 1.3 if you have time.

Withdrawal: The last day to withdraw from the course with a refund is 7 December. See

Withdrawal for further information.

What is in the news? Not compulsory but interesting links…..See NZ Herald: World’s

biggest chocolate-maker says we are running out of chocolate .

See mjmfoodie on YouTube for an excellent discussion of Price elasticity of demand (9:35;

note in your assignment you need to use the midpoint method).

For a light hearted look see Mr Clifford: EconMovies 4 on YouTube: Indiana Jones

(Demand, supply, equilibrium shifts (7:03). Enjoy!

We look forward to receiving your assignment in the near future. As always if you have any

questions do contact either Andy Kenah or me through the forums.

Regards

Catherine

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Journal of Open, Flexible, and Distance Learning, 18(2)

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Appendix B: AIM Week 4 Supply and demand: elasticity: reader/printer friendly edition.

Nash, C.

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